Proceedings of the 1st International Conference on Language, Literature, Education and Culture, ICOLLEC 2021, 9-10 October 2021, Malang, Indonesia

Research Article

Project-Based Learning in Online Speaking Class: Interesting or Boring?

Download55 downloads
  • @INPROCEEDINGS{10.4108/eai.9-10-2021.2319687,
        author={Ruslan  Ruslan and Arini Nurul Hidayati and Asri Siti Fatimah and Neni  Marlina},
        title={Project-Based Learning in Online Speaking Class: Interesting or Boring?},
        proceedings={Proceedings of the 1st International Conference on Language, Literature, Education and Culture, ICOLLEC 2021, 9-10 October 2021, Malang, Indonesia},
        publisher={EAI},
        proceedings_a={ICOLLEC},
        year={2022},
        month={7},
        keywords={project-based learning online speaking class students’ emotion},
        doi={10.4108/eai.9-10-2021.2319687}
    }
    
  • Ruslan Ruslan
    Arini Nurul Hidayati
    Asri Siti Fatimah
    Neni Marlina
    Year: 2022
    Project-Based Learning in Online Speaking Class: Interesting or Boring?
    ICOLLEC
    EAI
    DOI: 10.4108/eai.9-10-2021.2319687
Ruslan Ruslan1,*, Arini Nurul Hidayati1, Asri Siti Fatimah1, Neni Marlina1
  • 1: Universitas Siliwangi Tasikmalaya
*Contact email: ruslan@unsil.ac.id

Abstract

Project-based learning (PjBL) has been widely recognized as one of effective teaching methods used in many speaking classes in Indonesia. It has also been theoretically and practically well-documented in a myriad of publications. However, little discussed the students’ feeling in fulfilling the speaking projects, mainly in the online learning classes. Therefore, the present study attempts to examine the students’ emotions during accomplishing those projects in one semester. Grounded on Pekrun’s emotion foundation[1], this exploratory case study employed an open-ended questionnaire administered to 29 university students in one speaking class to explore their anger, anxiety, enjoyment, hope, hopelessness, pride, relief, and shame during the online speaking class. To analyse the data, Miles and Huberman qualitative analysis framework was employed. The findings of this study informed that most students found they were both excited and challenged depending on particular conditions they encountered when doing the projects. The excitement occurred when they experienced satisfaction during the project accomplishments. Meanwhile, they felt it stimulating when they found their projects unsatisfactory. Moreover, they also expected perfection since they valued the result over the process. Pedagogical implications and further studies are also presented.